The House of Representatives asked us to investigate the current state of affairs. We did this through surveys and focus groups.

The study maps the state of learning for sustainable development in primary and secondary education and identifies the support needs of teachers, educators and school leaders.

From research among a select sample of 422 education professionals from primary and secondary schools combined with desk research, focus group interviews and dialogue sessions, the following conclusions can be drawn:

1. There is little growth in embedding sustainable development in education.
   The survey shows that only 15% of the schools have embedded learning for sustainable development school-wide. This implies that 85% of the schools do not implement sustainable development or do so very little, ad hoc or on a project basis .
2. There is a great need among schools and teachers for support.
   In particular, there is a need for access to good teaching materials (including cross-curricular), guest lessons and appropriate forms of work. There is also a need for space to attend further and continuing education for sustainable development and a need for support to develop a vision for sustainability together at the school level and to collaborate with organizations in the vicinity of the school. There is also a need for assistance in making school buildings, outdoor space and operations more sustainable.
3. Schools struggle with social issues. There is a lack of direction on sustainable development in education from OCW.
   The lack of direction from OCW causes school boards, principals and teachers/teachers to struggle with how to interpret sustainable development and other social issues.

Based on the results, discussion and dialogue sessions with experts, the research team makes the following recommendations:

1. National government (OCW and line departments): take your role and give more direction, "Give a push from above.
2. Schools: utilize the space that is already there.
3. Citizenship and sustainability can be more strongly integrated.
4. Unlock good (teaching) materials and make better use of support facilities.
5. Ensure that the school building and outdoor space contributes to sustainability and education about sustainability.

The study Learning for Sustainable Development in Primary and Secondary Education was commissioned by the Ministry of Agriculture, Nature and Food Quality and carried out by the Cooperative Learning for Tomorrow, in collaboration with Stichting Milieu Educatie (SME).

• Check out the main conclusions from the survey
• View key recommendations from the survey
• Read the research